ORCID Profile
0000-0002-5433-7587
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Research Topics
In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Top 5 Research Topics
ANZSRC Field of Research (FoR)
Early Childhood Education (excl. Māori) | Curriculum and Pedagogy | Education Systems | English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL) | Educational Technology and Computing | Curriculum Studies: English Education | Communication Technology and Digital Media Studies | Health Promotion | Marketing | Community Child Health | Marketing And Market Research | Advertising And Public Relations | Computer-Human Interaction
ANZSRC Socio-Economic Objective (SEO)
Learner and Learning Processes | Pedagogy | Equity and Access to Education | Teaching and Instruction Technologies | Marketing | Learner Development | Child Health | Child health | Expanding Knowledge in Technology |
Related Links
Publications
Authentic learning supported by technology: Ten suggestions and cases of integration in classrooms
Publisher: Informa UK Limited
Date: 09-2007
Plasmonic metal oxides and their biological applications
Publisher: Royal Society of Chemistry (RSC)
Date: 2022
DOI: 10.1039/D2MH00263A
Abstract: Doped metal oxide nanostructures with tunable plasmonic features enable a variety of high-performance biological applications.
A collaborative approach to adopting/adapting guidelines. The Australian 24-hour movement guidelines for children (5-12 years) and young people (13-17 years): An integration of physical activity, sedentary behaviour, and sleep
Publisher: Springer Science and Business Media LLC
Date: 06-01-2022
DOI: 10.1186/S12966-021-01236-2
Abstract: In 2018, the Australian Government updated the Australian Physical Activity and Sedentary Behaviour Guidelines for Children and Young People. A requirement of this update was the incorporation of a 24-hour approach to movement, recognising the importance of adequate sleep. The purpose of this paper was to describe how the updated Australian 24-Hour Movement Guidelines for Children and Young People (5 to 17 years): an integration of physical activity, sedentary behaviour and sleep were developed and the outcomes from this process . The GRADE-ADOLOPMENT approach was used to develop the guidelines. A Leadership Group was formed, who identified existing credible guidelines. The Canadian 24-Hour Movement Guidelines for Children and Youth best met the criteria established by the Leadership Group. These guidelines were evaluated based on the evidence in the GRADE tables, summaries of findings tables and recommendations from the Canadian Guidelines. We conducted updates to each of the Canadian systematic reviews. A Guideline Development Group reviewed, separately and in combination, the evidence for each behaviour. A choice was then made to adopt or adapt the Canadian recommendations for each behaviour or create de novo recommendations. We then conducted an online survey (n=237) along with three focus groups (n=11 in total) and 13 key informant interviews. Stakeholders used these to provide feedback on the draft guidelines. Based on the evidence from the Canadian systematic reviews and the updated systematic reviews in Australia, the Guideline Development Group agreed to adopt the Canadian recommendations and, apart from some minor changes to the wording of good practice statements, maintain the wording of the guidelines, preamble, and title of the Canadian Guidelines. The Australian Guidelines provide evidence-informed recommendations for a healthy day (24-hours), integrating physical activity, sedentary behaviour (including limits to screen time), and sleep for children (5-12 years) and young people (13-17 years). To our knowledge, this is only the second time the GRADE-ADOLOPMENT approach has been used to develop movement behaviour guidelines. The judgments of the Australian Guideline Development Group did not differ sufficiently to change the directions and strength of the recommendations and as such, the Canadian Guidelines were adopted with only very minor alterations. This allowed the Australian Guidelines to be developed in a shorter time frame and at a lower cost. We recommend the GRADE-ADOLOPMENT approach, especially if a credible set of guidelines that was developed using the GRADE approach is available with all supporting materials. Other countries may consider this approach when developing and/or revising national movement guidelines.
Children Creating Multimodal Stories About a Familiar Environment
Publisher: Wiley
Date: 14-02-2017
DOI: 10.1002/TRTR.1556
Investigating synergies between literacy, technology and classroom practice
Publisher: Springer Science and Business Media LLC
Date: 10-2013
DOI: 10.1007/BF03651920
Engaging Learners With Digital Literacy Practices
Publisher: IGI Global
Date: 2019
DOI: 10.4018/978-1-5225-9438-3.CH002
Abstract: This chapter explores the ways two educators and their academic partners engaged young learners with digital literacy practices. In an educational environment dominated by print-based texts, the need to work with learners as both consumers and producers of digital text becomes integral. Drawing on theories of new literacies and multimodalities, the authors designed teaching and learning experiences to highlight the structure of digital text, and the complexity of the interrelationships between the language modes through deconstruction of live texts. The learners then demonstrated their understandings of these elements through their collaborative production of digital text. While this research was conducted with young learners, in this chapter the authors present important pedagogical considerations that can guide educators in their support of learners at all ages as they examine digital literacy practices for both text consumption and production.
Teacher knowledge and student learning: An examination of teacher pedagogies for the same writing topic across two consecutive grades
Publisher: Springer Science and Business Media LLC
Date: 10-2020
DOI: 10.1007/BF03652058
What I say isn't always what I do: Investigating differences in children's reported and actual snack food preferences
Publisher: Lifescience Global
Date: 2012
Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review
Publisher: Springer Science and Business Media LLC
Date: 03-2023
DOI: 10.1007/S10648-023-09740-6
Abstract: This systematic literature review sought to reconcile the evidence of efficacy for interventions and approaches to enhancing self-regulation and/or executive function in preschool settings. Following PRISMA methodology, a comprehensive search of 20 years of intervention research identified 85 studies that met inclusion criteria. Interventions were categorised by intervention approach and coded for their characteristics (e.g. s le size, dose, duration, interventionist, intervention activities), outcomes (e.g. significance, size of effects) and study quality (i.e. risk of bias). Reconciliation of intervention results indicated (1) within intervention approaches, some approaches had more consistent and robust evidence of efficacy (e.g. mindfulness, mediated play, physical activity) and (2) across intervention approaches, characteristics that had greater (or exclusive) presence amongst the higher efficacy interventions (e.g. cognitive challenge, movement, as well as interventionist, fidelity and dose considerations). Implications for future intervention (re)design, and for theorising about mechanisms of self-regulation and executive function change, are discussed.
INCORPORATING REAL EXPERIENCE INTO THE DEVELOPMENT OF A CLASSROOM-BASED SIMULATION
Publisher: Queensland University of Technology
Date: 11-02-2005
DOI: 10.5204/JLD.V1I1.5
Towards a transdisciplinary approach to evidence-based decision making regarding digital technology use with, by and for children
Publisher: Center for Open Science
Date: 24-05-2022
Abstract: This paper aims to provide common ground to facilitate transdisciplinary reviews of evidence intended to support decision making regarding children and technology. It presents a common purpose by arguing that society holds decision makers accountable and expects them to make use of evidence. Further, it provides a common and respectful shared terminology for the various types of reviews used to examine important aspects of children’s interaction with technology. It also provides an overview of historical developments and future challenges to support a common understanding of the evolving concepts and methods in reviews. Finally, it provides suggestions for practical and conceptual developments that could enable meaningful transdisciplinary collaboration. This transdisciplinary approach to evidence synthesis builds on recent advances in review approaches to more effectively support evidence-based decision making regarding digital technology use with, by, and for children. [This work was supported by the Australian Research Council Centre of Excellence for the Digital Child(grant number CE200100022)].
COLLABORATIVE INQUIRIES IN DIVERSE LITERACY CLASSROOMS TO UNDERSTAND LEARNING OPPORTUNITIES
Publisher: Routledge
Date: 30-05-2023
Virtual learning environment (ClassSim) examined under the frame of andragogy
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-61520-678-0.CH022
Abstract: ClassSim, an online simulation, was developed to support existing teacher education programs by providing pre-service teachers with access to additional classroom experience. This research reports on how pre-service teachers make use of the virtual learning environment to link knowledge from university coursework with field experiences and through this, we are able to examine affordances the virtual environment offers pre-service teacher learning. Andragogy provides a theoretical framework to review and make assumptions about the nature of learning for the participants. A comparative case study approach allows for in-depth comparison of two cohorts of pre-service teachers (first and final year) as they interact with the ClassSim environment.
Re-examining “Redesign” in Critical Literacy Lessons with Grade 6 Students
Publisher: Sciedu Press
Date: 10-09-2016
DOI: 10.5430/ELR.V5N3P83
Parent perspectives on young children’s changing digital practices: Insights from Covid-19
Publisher: SAGE Publications
Date: 28-12-2023
DOI: 10.1177/1476718X221145486
Abstract: Young children’s use of digital technologies has presented challenges for parents, particularly in response to an increased reliance on digital resources during the Covid-19 pandemic. This mixed-methods study explored young children’s digital practices within the context of their families and homes. Although this study was originally planned, the timing of data collection meant that it was uniquely positioned to capture parent perspectives as the pandemic and first lockdown was unfolding in Australia. Data was collected through questionnaire ( N = 101) and semistructured interview ( n = 20) about status and change in children’s digital practices, and parents’ rules and flexibility in governing these experiences. Quantitative findings suggested children’s frequency and duration of digital device use trended upwards during lockdown, and parents were more flexible in their rules about the amount of screen time, as well as when and where children could use digital devices. Qualitative results suggested that, more than a temporary and situational change, for many parents, exposure to new ways of engaging with digital technologies facilitated a shift in their perceptions, leading to greater consideration of quality in their choices for their children. This study highlights the influential role of parents in shaping children’s digital experiences. Understanding their perceptions, as well as children’s current and shifting digital practices in the home, is important for informing efforts and guidance for supporting young children’s safe and effective use of digital technologies.
Digital Storytelling: Capturing the Stories of Mentors in Australian Indigenous Mentoring Experience
Publisher: SAGE Publications, Ltd.
Date: 2014
Re-configuring the early childhood classroom as a multimodal makerspace
Publisher: Routledge
Date: 18-11-2020
Self-Studies of Science Teacher Education Practices
Publisher: Springer Netherlands
Date: 2012
Parent/Caregiver Perspectives on Children’s Play and Learning at a Children’s Museum: A Qualitative Descriptive Study
Publisher: Informa UK Limited
Date: 03-04-2022
Establishing a Digital Technology Play Space for Children
Publisher: Informa UK Limited
Date: 10-10-2023
Examining pedagogies for teaching phonics: lessons from early childhood classrooms
Publisher: Springer Science and Business Media LLC
Date: 23-05-2021
“I get all my ideas from the tree”: investigating elementary students’ views as reflexive writers
Publisher: Informa UK Limited
Date: 04-08-2021
REPOSITIONING ONLINE READING TO A CENTRAL LOCATION IN THE LANGUAGE ARTS
Publisher: Routledge
Date: 06-11-2017
Transition to school: children’s perspectives of the literacy experiences on offer as they move from pre-school to the first year of formal schooling
Publisher: Springer Science and Business Media LLC
Date: 05-2022
DOI: 10.1007/S44020-022-00008-0
Abstract: The importance of children experiencing a successful transition to school is well established in research literature. Central to this is including the children themselves in the conversation about their learning and ensuring they develop a sense of fit and belonging to their new school environment. The findings shared in this paper sit within a larger study of examining children’s perspectives of their literacy experiences at the time of transition to school. This paper reports the perspectives of two children, firstly in their pre-school (prior-to-school) setting and then again in their Kindergarten setting (the first year of formal primary schooling in New South Wales). The study draws on the theories of literacy as a social practice and describes literacy as events and practices. Digital storytelling was used as the main data collection method to capture the children’s voices as they annotate images, describing their chosen literacy events in each educational setting. Findings revealed that whilst some children have a confident and successful initiation into the literacy events and practices of school, others may not. Herein are substantial messages, firstly, that we need to listen to children so we can support their transition to formal school and secondly that teachers need to better understand the literacy practices of children in pre-school to more effectively support them as they transition to Kindergarten.
E-portfolios to Capture and Share Moments of Learning
Publisher: Springer Nature Singapore
Date: 2022
Children learning to write in early primary classrooms
Publisher: Routledge
Date: 09-03-2020
The ‘digital natives’ debate: A critical review of the evidence
Publisher: Wiley
Date: 09-2008
Developing a Model for a Self-Study Professional Learning Community
Publisher: Springer Netherlands
Date: 2012
Digital Play and Learning in the Home: Families’ Perspective
Publisher: Springer Singapore
Date: 2018
Effectiveness of alcohol media literacy programmes: a systematic literature review (vol 30, pg 449, 2015)
Publisher: Oxford University Press (OUP)
Date: 25-06-2015
DOI: 10.1093/HER/CYV027
An experimental study on the effects of exposure to magazine advertising on children's food choices
Publisher: Cambridge University Press (CUP)
Date: 08-12-2011
DOI: 10.1017/S1368980010002983
Abstract: The present study sought to determine the feasibility of an experimental research design to investigate the effects of exposure to magazine advertising on children's food choices. Children were randomized to read either a magazine with food advertisements or a magazine with no food advertisements. They then chose two food items from the intervention ‘store’ to eat after the session. Data were also collected on attitudes to advertising and snack food preferences. Finally, participants’ parents were provided with a self-completion survey on food choices and other variables ( n 24). Three vacation care centres in regional New South Wales, Australia. Children aged 5–12 years ( n 47). Children in the experimental condition were more likely to choose advertised foods than those in the control group. Interestingly, the majority reported taste and healthiness as the most important factors in snack food choices however, when faced with the actual food choice, they predominantly chose unhealthy foods (eighty-two unhealthy and only twelve healthy items were chosen). This was the first study to assess the effects on children of exposure to food advertising within the context of reading a child-targeted magazine. Importantly, even with the small s le size and venue limitations, we found that exposure to magazine advertising influenced food choices. Children's magazines are an under-researched and poorly regulated medium, with considerable potential to influence children's food choices. The present study shows that the methodology is feasible, and future studies could replicate this with larger s les.
Sociomaterial dimensions of early literacy learning spaces: Moving through classrooms with teacher and children
Publisher: Springer Singapore
Date: 2019
Teaching creative writing in primary schools: a systematic review of the literature through the lens of reflexivity
Publisher: Springer Science and Business Media LLC
Date: 17-06-2023
DOI: 10.1007/S13384-023-00641-9
Abstract: Teaching writing is complex and research related to approaches that support students’ understanding and outcomes in written assessment is prolific. Written aspects including text structure, purpose, and language conventions appear to be explicit elements teachers know how to teach. However, more qualitative and nuanced elements of writing such as authorial voice and creativity have received less attention. We conducted a systematic literature review on creativity and creative aspects of writing in primary classrooms by exploring research between 2011 and 2020. The review yielded 172 articles with 25 satisfying established criteria. Using Archer’s critical realist theory of reflexivity we report on personal, structural, and cultural emergent properties that surround the practice of creative writing. Implications and recommendations for improved practice are shared for school leaders, teachers, preservice teachers, students, and policy makers.
Load during prosthetic gait: Is direct measurement better than inverse dynamics?
Publisher: Elsevier BV
Date: 11-2009
Turning into teachers before our eyes: The development of professional identity through professional dialogue
Publisher: Edith Cowan University
Date: 09-2011
Connection, Challenge, and Change: The Narratives of University Students Mentoring Young Indigenous Australians
Publisher: Informa UK Limited
Date: 11-2013
Precarious education and the university: Navigating the silenced borders of participation
Publisher: Institute of Education Press
Date: 12-2013
Understanding children’s perspectives of classroom writing practices through drawings
Publisher: SAGE Publications
Date: 16-11-2019
Abstract: Examining how young children learn to write is increasingly important as global society moves further towards a knowledge economy, where the production of texts of various kinds is an increasingly ubiquitous practice in everyday life and work. While there has been recent policy and practice focus on children’s writing performance in standardised tests, in this article, the authors focus on what can be learned by listening to children’s voices as they are engaged in ‘draw and talk’ methodologies. While children’s drawings have a material reality, they are also representations of children’s perceptions of their experiences with learning to write. In this article, the authors explore the processes, practices and relationships involved in learning to write, depicted in children’s drawings when they are asked to draw themselves learning to write. The authors identify representations of writing, evident in the children’s drawings focusing the relational, the material and the spatial elements of writing.
Comparison of global and joint-to-joint methods for estimating the hip joint load and the muscle forces during walking
Publisher: Elsevier BV
Date: 10-2009
DOI: 10.1016/J.JBIOMECH.2009.06.056
Abstract: A three-dimensional musculoskeletal model of the lower limb was developed to study the influence of biarticular muscles on the muscle force distribution and joint loads during walking. A complete walking cycle was recorded for 9 healthy subjects using the standard optoelectronic motion tracking system. Ground contact forces were also measured using a 6-axes force plate. Inverse dynamics was used to compute net joint reactions (forces and torques) in the lower limb. A static optimization method was then used to estimate muscle forces. Two different approaches were used: in the first one named global method, the biarticular muscles exerted a torque on the two joints they spanned at the same time, and in the second one called joint-by-joint method, these biarticular muscles were ided into two mono-articular muscles with geometrical (insertion, origin, via points) and physiological properties remained unchanged. The hip joint load during the gait cycle was then calculated taking into account the effect of muscle contractions. The two approaches resulted in different muscle force repartition: the biarticular muscles were favoured over any set of single-joint muscles with the same physiological function when using the global method. While the two approaches yielded only little difference in the resultant hip load, the examination of muscle power showed that biarticular muscles could produce positive work at one joint and negative work at the other, transferring energy between body segments and thus decreasing the metabolic cost of movement.
Reframing conceptions of contemporary literacy capabilities in pre-service primary teacher education
Publisher: IGI Global
Date: 2013
DOI: 10.4018/978-1-4666-4924-8.CH002
Abstract: This chapter describes the challenges of integrating new technologies with literacy education in pre-service primary teacher education in Australia. The authors describe the policy context and regulatory mechanisms controlling pre-service education, including a national set of professional standards for graduate teachers, a new national curriculum for school students, the introduction of high stakes national assessment for school students, and the looming threat of decontextualized back-to-the-basics professional entry tests for aspiring teachers. The chapter includes three case studies of the authors’ pedagogical practices that attempt to reframe conceptions of the literacy capabilities of pre-service teachers to reflect the complex and sophisticated requirements of teachers in contemporary schooling. The authors conclude the chapter with a discussion of the implications of these case studies as they illustrate the ways that pre-service teachers can be scaffolded and supported to develop creative capacity and critical awareness of the kinds of literacies required in the digital age despite restrictive regimes.
Turning Into Teachers Before Our Eyes: The Development of Professional Identity Through Professional Dialogue
Publisher: Edith Cowan University
Date: 2011
Learning through digital play in the australian context of early childhood education and care
Publisher: Routledge
Date: 21-02-2018
Effectiveness of alcohol media literacy programmes: A systematic literature review
Publisher: Oxford University Press (OUP)
Date: 02-04-2015
DOI: 10.1093/HER/CYV015
Using Short Films in the Classroom as a Stimulus for Digital Text Creation
Publisher: Wiley
Date: 19-09-2017
DOI: 10.1002/TRTR.1526
'GetReel': Engaging Year 6 students in planning, scripting, actualising and evaluating media text
Publisher: Wiley
Date: 04-2009
Examining the interpretations children share from their reading of an almost wordless picture book during independent reading time
Publisher: Springer Science and Business Media LLC
Date: 10-2015
DOI: 10.1007/BF03651899
Experience of alcohol-related harms and attitudes towards alcohol policies: findings from the 2010 National Drug Strategy Household Survey [Abstract]
Publisher: Wiley
Date: 11-2014
DOI: 10.1111/DAR.12222
Examining children’s interpretations of teacher expectations in the literacy classroom
Publisher: Springer Science and Business Media LLC
Date: 06-2021
DOI: 10.1007/BF03652071
Blogs as a Social Networking Tool to Build Community
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-60566-652-5.CH039
Abstract: This chapter examines blogging as a social networking tool to engage final year preservice teachers in reflective processes. Using a developed Web site, the students post their own blogs and comment upon those of others. The authors argue that opportunity to engage with this networking experience provides avenue for the students to consider their emerging professional identity as teachers. The blogging mechanism brought together the physical university context and virtual online environment as students identified, examined and reflected upon the intricacies of what it means to be a teacher. The authors hope that examining the findings that emerged from this research will inform other educators as to the affordances of blogging as a social networking tool.
Qualitative process evaluation of an Australian alcohol media literacy study: Recommendations for designing culturally responsive school-based programs
Publisher: Springer Science and Business Media LLC
Date: 02-02-2017
Using computers to support children as authors: An examination of three cases
Publisher: Informa UK Limited
Date: 03-2009
Behavioral and fMRI evidence of the differing cognitive load of domain-specific assessments
Publisher: Elsevier BV
Date: 06-2015
DOI: 10.1016/J.NEUROSCIENCE.2015.03.047
Abstract: Standards-referenced educational reform has increased the prevalence of standardized testing however, whether these tests accurately measure students' competencies has been questioned. This may be due to domain-specific assessments placing a differing domain-general cognitive load on test-takers. To investigate this possibility, functional magnetic resonance imaging (fMRI) was used to identify and quantify the neural correlates of performance on current, international standardized methods of spelling assessment. Out-of-scanner testing was used to further examine differences in assessment results. Results provide converging evidence that: (a) the spelling assessments differed in the cognitive load placed on test-takers (b) performance decreased with increasing cognitive load of the assessment and (c) brain regions associated with working memory were more highly activated during performance of assessments that were higher in cognitive load. These findings suggest that assessment design should optimize the cognitive load placed on test-takers, to ensure students' results are an accurate reflection of their true levels of competency.
Dynamic input to determine hip joint moments, power and work on the prosthetic limb of transfemoral amputees: Ground reaction vs knee reaction
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 06-2011
Abstract: Calculation of lower limb kinetics is limited by floor-mounted force-plates. Comparison of hip joint moments, power and mechanical work on the prosthetic limb of a transfemoral utee calculated by inverse dynamics using either the ground reactions (force-plates) or knee reactions (transducer). Comparative analysis. Kinematics, ground reaction and knee reaction data were collected using a motion analysis system, two force-plates, and a multi-axial transducer mounted below the socket, respectively. The inverse dynamics using ground reaction underestimated the peaks of hip energy generation and absorption occurring at 63% and 76% of the gait cycle (GC) by 28% and 54%, respectively. This method also overestimated by 24% a phase of negative work at the hip (37%-56% GC), and underestimated the phases of positive (57%-72% GC) and negative (73%-98%GC) work at the hip by 11% and 58%, respectively. A transducer mounted within the prosthesis has the capacity to provide more realistic kinetics of the prosthetic limb because it enables assessment of multiple consecutive steps and a wide range of activities without the issue of foot placement on force-plates. The hip is the only joint an utee controls directly to set the prosthesis in motion. Hip joint kinetics are associated with joint degeneration, low back pain, risk of falls, etc. Therefore, realistic assessment of hip kinetics over multiple gait cycles and a wide range of activities is essential.
Digital writing from the start to the end: Creating a book for a friend
Publisher: Informa UK Limited
Date: 10-01-2021
Young Children’s Play and Creativity
Publisher: Routledge
Date: 14-07-2017
The interactive whiteboard: Tool and/or agent of semiotic mediation
Publisher: Springer Science and Business Media LLC
Date: 02-2011
DOI: 10.1007/BF03651845
A cautionary tale: digital resources in literacy classrooms
Publisher: Informa UK Limited
Date: 29-05-2019
Examining how classroom talk shapes students’ identities as reflexive writers in elementary classrooms.
Publisher: Informa UK Limited
Date: 16-07-2021
New technologies to support language learning
Publisher: Cambridge University Press
Date: 07-04-2011
Toward a Sociomaterial Understanding of Writing Experiences Incorporating Digital Technology in an Early Childhood Classroom
Publisher: SAGE Publications
Date: 10-07-2017
Abstract: This article examines the resources, tools, and opportunities children enact as they engage with teacher-devised writing experiences within their classroom space. We begin with discussion about classroom writing time from the perspective of both the teacher and children of one Grade 1/2 composite class. We also reveal resources within the classroom space to consider the expertise available during writing times. We then examine a 5-week unit that focused on multimodal text construction. Using optical flow computer vision analysis to examine the movement of children during four video-recorded independent writing instances, we provide commentary about how the classroom writing experiences have been interpreted as the use of space, resources, and interactions come to the forefront. In taking this approach, this article will explore learning to write from a sociomaterial perspective, as we investigate the operation of the classroom.
Digital play: Exploring young children’s perspectives on applications designed for preschoolers
Publisher: SAGE Publications
Date: 04-11-2016
Abstract: This study builds on and contributes to research on digital play with young children. Previous research has examined digital play from different viewpoints, but no studies have specifically addressed young children’s perspectives as they interact with applications (apps) that have been designed specifically for their age group. While our review of the literature provides insights from investigations of young children’s perspectives, there is limited research on preschoolers’ views on the apps designed for them by adults. In this article, we discuss young participants’ perspectives on the apps that they engaged with in our research. In particular, we emphasise the importance of various contexts for digital play in relation to meaningful conversations and social interactions. Our findings provide insights about how children choose to engage in digital play and through this, pose implications for the design of apps.
Mobilising critical literacies: Text production in children's hands
Publisher: Emerald Publishing Limited
Date: 12-10-2018
The method of educational assessment affects children’s neural processing and performance: behavioural and fMRI Evidence
Publisher: Springer Science and Business Media LLC
Date: 29-08-2017
DOI: 10.1038/S41539-017-0010-9
Abstract: Standardised educational assessments are now widespread, yet their development has given comparatively more consideration to what to assess than how to optimally assess students’ competencies. Existing evidence from behavioural studies with children and neuroscience studies with adults suggest that the method of assessment may affect neural processing and performance, but current evidence remains limited. To investigate the impact of assessment methods on neural processing and performance in young children, we used functional magnetic resonance imaging to identify and quantify the neural correlates during performance across a range of current approaches to standardised spelling assessment. Results indicated that children’s test performance declined as the cognitive load of assessment method increased. Activation of neural nodes associated with working memory further suggests that this performance decline may be a consequence of a higher cognitive load, rather than the complexity of the content. These findings provide insights into principles of assessment (re)design, to ensure assessment results are an accurate reflection of students’ true levels of competency.
The Intricacies of Classroom-Based Ethnography
Publisher: SAGE Publications Ltd
Date: 2017
Rethinking the Literacy Capabilities of Pre-Service Primary Teachers in Testing Times
Publisher: Edith Cowan University
Date: 10-2013
Pretend Play: Children in Control of a Shifting Narrative
Publisher: MDPI AG
Date: 15-12-2022
Abstract: Imaginative play is an important part of childhood that provides insight not only into a child’s ability to use language, but ultimately into their understandings of the world more broadly. Through play, children control the story as they shape an emerging narrative through words, gestures, movement, and use of play spaces. In this paper we deconstruct a single instance of imaginative play captured in the home corner of a preschool classroom. The unscripted play dialogue creates a shared and compelling narrative evident in the texts the children created and their ongoing and complex interactions. Microanalysis of this narrative provides a novel insight into the play scenarios children create, the resources they select for developing the play, and the ways they communicate. We focus on discourse, subjectivity, and power to analyse the scenario. The cultural and linguistic resources demonstrated by this group of four-year-old children through their play provides insight not only into their understanding and interpretation of activities conducive to the home corner but also into their emerging social identities.
Developing an online classroom simulation to support a pre-service teacher education program
Publisher: IGI Global
Date: 2006
DOI: 10.4018/978-1-59904-304-3.CH009
Abstract: Evaluations of our pre-service teacher education program identified a need to provide more classroom based experience for our students. This motivated us to embark on the journey of developing an on-line classroom simulation. The establishment of a team and the different areas of expertise we brought to the project resulted in a theoretically sound response to this challenge. In this chapter we share some of our insights from our experiences over the past three years working on this project. In particular we focus on the key stages in the development of the software, the roles we assumed and the lessons we learned.
A Systematic Scoping Review of Pre-School Self-Regulation Interventions from a Self-Determination Theory Perspective
Publisher: MDPI AG
Date: 21-02-2022
Abstract: Self-regulation (SR) is considered foundational in early life, with robust evidence demonstrating a link between early self-regulation and longer-term outcomes. This has been the impetus for a growing body of intervention research into how best to support early SR development, yet approaches and effects are erse, which complicates an understanding of the critical characteristics for effective early SR intervention. Using Self-Determination Theory (SDT) as a guiding framework, we present a scoping review of early SR-intervention research to identify the characteristics of pre-school interventions that show significant and strong effects on young children’s SR. Studies from peer-reviewed journal articles were included if they evaluated a SR intervention with pre-school children, were published between 2010 and 2020, written in English, and included a SR outcome measure. This yielded 19 studies, each reporting the efficacy of a different SR intervention. Results showed that content factors (what interventions do) interacted with their implementation (how, when, and by whom interventions are implemented) to discriminate the more versus less efficacious interventions. Through the lens of SDT, results further suggested that targeting competence through encouragement and feedback, and nurturing children’s autonomy distinguished more from less effective interventions. Relatedness was least able to discriminate intervention efficacy.
Mapping the archive: An Examination of Research Reported in AJLL 2000–2005
Publisher: Springer Science and Business Media LLC
Date: 10-2010
DOI: 10.1007/BF03651834
Creating CoPs during the development of an online classroom-based simulation
Publisher: IGI Global
Date: 2007
DOI: 10.4018/978-1-59904-322-7.CH018
Abstract: The purpose of this chapter is two fold. First it reports on the research associated with the development and implementation of prototype versions of an online classroom simulation. It looks at how the use of these simulations helped to develop a community of practice among pre-service teacher users. Second, it reports on how a team of researchers, an instructional designer, programmers and graphic artists worked within a community of practice as the simulation software was created.
Reflexive writing dialogues: Elementary students’ perceptions and performances as writers during classroom experiences
Publisher: Elsevier BV
Date: 2022
Examining literacy demands for children during teacher-led episodes of reading aloud across the transition from preschool to kindergarten
Publisher: Springer Science and Business Media LLC
Date: 06-2018
DOI: 10.1007/BF03652009
Applying synchronous methods during the development of an online classroom-based simulation
Publisher: Emerald
Date: 05-2006
Investigating key principles for the design of virtual interactions for children that can support the development of oral language through play
Publisher: Springer Science and Business Media LLC
Date: 29-03-2023
DOI: 10.1007/S44020-023-00031-9
Abstract: It is well established in Australian research and policy literature that children attending schools in regional, rural, and remote locations will benefit from access not only to experiences and interactions offered in their own communities but also to the sorts of experiences available to those in more populated areas of Australia as well. Virtual interactions afforded by technology are an obvious solution to achieving this access by enabling Australian classrooms to be increasingly connected. However, with the plethora on offer and little oversight of their quality, literacy educators are left to sift and sort through volumes of virtual interactions and to make decisions regarding their capacity to promote the development of oral language through play. Using a design-based research approach, this study aimed to identify in research literature key principles for the design of virtual interactions for children that can support the development of oral language through play and test them against those currently on offer. The study confirmed the value of virtual interactions as rich sources for learning that offered shared experiences built on language interactions between creators and users and giving access to new information where learning is scaffolded and understandings can be transferred from virtual to real contexts. The study also identified personal advantages that access to new physical geographies within virtual interactions can offer to those in regional, rural, and remote communities.
Using technology in pedagogically responsive ways to support literacy learners
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-60566-120-9.CH013
Abstract: In this chapter the authors discuss two central themes: the changing nature of literate activity brought about by Information and Communication Technologies (ICT), and suggestions for how educators could respond to this guided by principles of authentic learning. The access many young people have to ICT has resulted in new forms of literacy as they manipulate technology, using this new knowledge to assist the process of meaning making. Each new technology brings with it navigational concepts, space to negotiate, new genres and a range of modalities, all of which need to be interpreted. ICTs have the potential to reshape literate practices in classrooms as students create, collect, store and use knowledge as they connect and collaborate with people and resources across the world. What is crucial though, is that the nexus between technology and literacy within classrooms is conceptualised through meaningful, relevant and authentic connections with curricula.
Blogs as a Social Networking Tool to Build Community
Publisher: IGI Global
Date: 2010
DOI: 10.4018/978-1-60566-368-5.CH056
Abstract: This chapter examines blogging as a social networking tool to engage final year preservice teachers in reflective processes. Using a developed Web site, the students post their own blogs and comment upon those of others. The authors argue that opportunity to engage with this networking experience provides avenue for the students to consider their emerging professional identity as teachers. The blogging mechanism brought together the physical university context and virtual online environment as students identified, examined and reflected upon the intricacies of what it means to be a teacher. The authors hope that examining the findings that emerged from our research will inform other educators as to the affordances of blogging as a social networking tool.
Looking Toward the Future of Technology-Enhanced Education
Publisher: IGI Global
Date: 2010
Digital writing practices: a close look at one grade three author
Publisher: Wiley
Date: 12-05-2016
DOI: 10.1111/LIT.12084
Empowering students to respond to alcohol advertisements: Results from a pilot study of an Australian media literacy intervention
Publisher: Elsevier BV
Date: 06-2016
Abstract: Alcohol media literacy programs in the United States have increased students' media literacy skills and lowered pre-drinking behaviour. In Australia, no such programs have yet been implemented or evaluated. This pilot study aimed to examine the feasibility and potential impact of an alcohol media literacy program for Australian upper-primary school children. Thirty-seven Year 5 and 6 students (aged 10-12) from one school in the Sydney region participated in 10 one-hour media lessons. Teacher interviews, student exit slips, teacher observations and a researcher reflective journal were analysed to examine the implementation process, while a pre- and post-questionnaire was analysed to measure outcome. Key factors in implementation were the importance of school context attainment of English and PDHPE learning outcomes to differing extents program's useability provided flexibility perceived complexity and achievability of the lessons and program's engagement and relevance for the students. The program significantly increased media literacy skills and understanding of persuasive intent decreased interest in alcohol branded merchandise and lowered perception of drinking norms. An Australian alcohol media literacy program for upper-primary school children appears feasible, and has potential to lead to measurable outcomes.
Online advertising: Examining the content and messages within websites targeted at children
Publisher: SAGE Publications
Date: 2012
Abstract: It is recognised that from a young age children spend considerable portions of their leisure time on the Internet. In Australia a number of child-targeted magazines have associated websites, which have high and ever-increasing readership. We do not yet know the impact of this medium upon children. Overt advertising is evident on webpages, but so too are hidden advertisements in the written text, images and games. This material usually does not comply with existing broadcasting codes of practice for mainstream advertising. This article examines the instances of overt and covert advertisements for food within three websites monitored over a 12-month period. Across this time the authors found 13 ex les of overt and 39 ex les of covert food advertising. In this article they focus on three ex le advertisements as they analyse them in response to the following research questions: What ex les of overt and covert advertising are evident within websites attached to children's magazines? What messages are presented? The authors discuss the implications this advertising presents for media literacy and the critical reading strategies required by young people as they navigate their way through and make meaning from these digital texts.
Powerful and playful literacy learning with digital technologies
Publisher: Springer Science and Business Media LLC
Date: 02-2016
DOI: 10.1007/BF03651907
Foreword
Publisher: Multilingual Matters
Date: 31-12-2022
Assessing Emergent Readers' Knowledge about Online Reading
Publisher: Wiley
Date: 27-04-2016
DOI: 10.1002/TRTR.1458
Blogs as a social networking tool to build community
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-60566-208-4.CH017
Abstract: This chapter examines blogging as a social networking tool to engage final year preservice teachers in reflective processes. Using a developed Web site, the students post their own blogs and comment upon those of others. The authors argue that opportunity to engage with this networking experience provides avenue for the students to consider their emerging professional identity as teachers. The blogging mechanism brought together the physical university context and virtual online environment as students identified, examined and reflected upon the intricacies of what it means to be a teacher. The authors hope that examining the findings that emerged from this research will inform other educators as to the affordances of blogging as a social networking tool.
Enriching parent-child play through supported play groups to foster children's self-regulation: Protocol for a randomised control trial
Publisher: Elsevier BV
Date: 2022
'You could get sick, disgusting': An analysis of alcohol counter-advertisements created by children
Publisher: Oxford University Press (OUP)
Date: 22-08-2018
DOI: 10.1093/HER/CYY022
Abstract: Advertisements are persuasive texts designed to communicate ideas explicitly and implicitly through visual grammar. Counter-advertisements allow students to engage with advertising texts as creators rather than consumers and challenge media messages. Based in critical media literacy theory, this paper explores how elementary students interpret and redesign advertisements to create meaning. This study focused on the messages upper-elementary school students created about alcohol following a 10-lesson alcohol media literacy programme. Text from the counter-advertisements (n = 161) was analysed using discourse analysis. The counter-advertisements were also content analysed for message content, persuasion strategies and production components using a media literacy framework. The content of male-targeted, female-targeted and gender-neutral ads was compared using chi-square analyses. The four main themes identified in the discourse and content analysis were 'vomit', 'sick', 'danger' and 'poison', highlighting an emphasis on short-term consequences of alcohol misuse. Sensory (un)appeal was the most frequently used persuasion strategy, while objects/symbols and colour were the most frequently used production components. The use of these devices differed depending upon the advertisement's target gender. Involving elementary students in the redesign of advertisements is a powerful pedagogy that enables students to demonstrate their understanding of media literacy practices and create health promotion messages.
Understanding and supporting young writers from birth to 8
Publisher: Routledge
Date: 14-12-2018
Early years teachers’ work and play with multiliteracies
Publisher: Routledge
Date: 10-09-2019
Evaluation of an Australian alcohol media literacy program
Publisher: Alcohol Research Documentation, Inc.
Date: 11-2016
DOI: 10.15288/JSAD.2016.77.950
Abstract: A 10-lesson alcohol media literacy program was developed, underpinned by the message interpretation processing model, inoculation theory, and constructivist learning theory, and was tailored to be culturally relevant to the Australian context. This program aimed to increase students' media deconstruction skills and reduce intent to drink alcohol. The purpose of this study was to evaluate the effectiveness of the program in achieving these goals through a short-term quasi-experimental trial. Elementary schools were assigned to either the intervention group (83 students) or a wait-list control group (82 students). Student questionnaires were administered at three time points (baseline, after the intervention group completed the program, and after the wait-list control group completed the program) to evaluate the effectiveness of the intervention. The intervention and wait-list control groups reported significantly higher media deconstruction skills as a result of the intervention. Both groups reported significantly lower social norms, whereas the wait-list control group reported significantly lower positive alcohol expectancies. There were no significant changes to self-efficacy to refuse alcohol, preference for alcohol-branded merchandise, and understanding of persuasive intent as a result of the intervention. To date, the majority of alcohol media literacy studies have been conducted in the United States and have focused on deconstructing television and print-based ads. This evaluation provides evidence that an alcohol media literacy program that was developed for a specific cultural context, and that incorporates a broad range of multimodal advertisements, can have a positive impact on beliefs and attitudes that are known predictors recursors of drinking behaviors.
Loading applied on prosthetic knee of transfemoral amputee: Comparison of inverse dynamics and direct measurements
Publisher: Elsevier BV
Date: 11-2009
DOI: 10.1016/J.GAITPOST.2009.07.126
Abstract: Inverse dynamics is the most comprehensive method that gives access to the net joint forces and moments during walking. However it is based on assumptions (i.e., rigid segments linked by ideal joints) and it is known to be sensitive to the input data (e.g., kinematic derivatives, positions of joint centres and centre of pressure, inertial parameters). Alternatively, transducers can be used to measure directly the load applied on the residuum of transfemoral utees. So, the purpose of this study was to compare the forces and moments applied on a prosthetic knee measured directly with the ones calculated by three inverse dynamics computations--corresponding to 3 and 2 segments, and "ground reaction vector technique"--during the gait of one patient. The maximum RMSEs between the estimated and directly measured forces (i.e., 56 N) and moment (i.e., 5 N m) were relatively small. However the dynamic outcomes of the prosthetic components (i.e., absorption of the foot, friction and limit stop of the knee) were only partially assessed with inverse dynamic methods.
Invisible to visible: Mapping the continuum of literacy learning experiences in an early years setting
Publisher: SAGE Publications
Date: 04-04-2017
Abstract: The face of early childhood education continues to change. In Australia, the national early childhood guidelines, Early Years Learning Framework (2009) and the National Quality Framework have articulated and defined the work of early years’ educators in a range of areas, including literacy. Both frameworks state that their aim is to maintain the focus of the Development Strategy provide all Australian children with an educational foundation to support them throughout their lives. In this climate, and some years after the implementation of these guidelines, it seems timely to examine the literacy programmes, practices and perspectives of prior-to-school environments as they prepare children to transition to the early years of primary school. This paper reports on the findings of a study that aimed to explore the nature of literacy programmes, practices and perspectives, and in particular how such programmes support educators and children in one prior-to-school setting, as they prepare to transition to the first year of formal schooling. Analysis of the experiences offered in prior-to-school centres revealed a number of learning experiences that illustrated Bernstein’s notion of visible and invisible literacy learning pedagogies. It was found that viewing these learning experiences along a continuum from invisible to visible pedagogical practices was a useful framework for categorising the range of experiences in which the children engaged. It is suggested that such a continuum would be a useful framework for both prior-to-school and kindergarten teachers to better support children as they transition across settings. However, we must add a caveat, namely, that such a framework should not lead to increase pressure on prior-to-school settings to increase ‘visible pedagogical practices’ in order to ‘teach’ literacy skills.
Use of Rich Internet Applications to develop an online classroom-based simulation
Publisher: Inderscience Publishers
Date: 2006
Online classroom simulation: Using a virtual classroom to support pre-service teacher thinking
Publisher: IGI Global
Date: 2005
DOI: 10.4018/978-1-59140-594-8.CH011
Abstract: Research consistently shows that traditional preservice teacher preparation programs are not adequately preparing beginning teachers for the reality of classrooms. The purpose of this chapter is to describe the development and implementation of an online classroom simulation designed to develop pre-service teachers’ decision-making skills within the context of young children’s literacy education. The classroom simulation allows the user to take on the role of the teacher of a virtual kindergarten classroom (ages five to six years). During the simulation the user makes decisions about the organisation of teaching and learning experiences, classroom management, and responses to in idual students. The user is able to monitor and track the progress of three targeted students throughout the course of the simulation. An embedded tool, what we refer to as the “thinking space,” has been developed to enable the user to plan and justify new decisions and reflect upon the consequences of previous decisions.
Identifying resonances for a reflective practice pedagogy for education and social work professions
Publisher: Routledge
Date: 16-11-2021
Theoretical underpinnings for reflective practice in the university and workplace
Publisher: Routledge
Date: 16-11-2021
What does it mean to be a reflective practitioner in education?
Publisher: Routledge
Date: 16-11-2021
Using Online Simulation to Engage Users in an Authentic Learning Environment
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-59904-808-6.CH018
Abstract: This chapter describes how we used an authentic learning framework (Herrington & Oliver, 2000) to inform the design of an online simulation that included gaming features specifically designed to enhance learner engagement. We describe our analysis of user responses to the simulation, focusing particularly on learner engagement and what the users learned from using the software. Our research revealed that users initially approached the software from a gaming framework, however with extended interaction with the software, moved toward treating the virtual experience as an authentic environment, even to the point of empathizing with some of the virtual characters and downloading some of the support material that they might use in real classrooms. We offer some explanations for this change and conclude the chapter by identifying future directions for researchers who may be interested in this field.
Gender Effects in a Multischool Alcohol Media Literacy Study With Preadolescents
Publisher: SAGE Publications
Date: 21-09-2018
Abstract: Objective. Alcohol media literacy (AML) programs have achieved positive results for alcohol prevention however, gender may moderate program effectiveness. This study investigated gender differences for an Australian AML intervention. Method. Fifth and sixth graders ( N = 165), allocated to an intervention or wait-list control group, participated in an AML program. Student questionnaires were administered at three time points. Results. The intervention resulted in significantly higher media deconstruction skills but did not lead to less preference for branded merchandise or greater understanding of persuasive intent, and these effects did not differ by gender. Gender differences were present in social norms for drinking and alcohol expectancies. Conclusions. AML education likely has appeal and benefit to both genders as it connects with students’ lifeworlds. Social norms may be more difficult to shift for males due to a more ingrained drinking culture. Future research could explore contextual factors responsible for gender differences.
Young children creating multimodal stories in their home, school and digital spaces
Publisher: Routledge
Date: 14-12-2017
This side is the real world and the other one is like Minecraft: Using an almost wordless picture book to explore Japanese primary school students' cultural awareness
Publisher: John Benjamins Publishing Company
Date: 13-06-2022
Abstract: English has been introduced as a core subject in primary schools across Asia over the past decade. Besides aiming to improve the English proficiency of Japanese primary school students, Japan’s recent reforms also mandate the development of children’s awareness of cultures other than their own. However, relatively little is known about pedagogical strategies to achieve cultural awareness in the Japanese primary school classroom. The objective of this study was, therefore, to utilize an almost wordless picture book and examine the ways children interpret stories about people from cultures other than their own. This study explored the independent meaning-making practices and processes of six Japanese primary school students as they viewed, without teacher intervention, Mirror , an Australian almost wordless picture book about the daily lives of an Australian and a Moroccan family. Interview and observation data provided insights into the children’s meaning-making processes and the ways they interpreted the messages within the stories that led to a range of understandings and misunderstandings across the cultures. The paper concludes with a discussion about pedagogical implications for supporting the development of cultural awareness, for challenging cultural stereotypes, and for facilitating English language learning processes.
Response conflict processes' classification in 7 and 9 year old children using EEG brain connectivity measures
Publisher: IEEE
Date: 08-2016
A reflexive approach to teaching writing: Enablements and constraints in primary school classrooms
Publisher: SAGE Publications
Date: 09-04-2021
DOI: 10.1177/07410883211005558
Abstract: Writing requires a high level of nuanced decision-making related to language, purpose, audience, and medium. Writing teachers thus need a deep understanding of language, process, and pedagogy, and of the interface between them. This article draws on reflexivity theory to interrogate the pedagogical priorities and perspectives of 19 writing teachers in primary classrooms across Australia. Data are composed of teacher interview transcripts and nuanced time analyses of classroom observation videos. Findings show that teachers experience both enabling and constraining conditions that emerge in different ways in different contexts. Enablements include high motivations to teach writing and a reflective and collaborative approach to practice. However, constraints were evident in areas of time management, dominance of teacher talk, teachers’ scope and confidence in their knowledge and practice, and a perceived lack of professional support for writing pedagogy. The article concludes with recommendations for a reflexive approach to managing these emergences in the teaching of writing.
STEM, STEAM and Makerspaces in Early Childhood: A Scoping Review
Publisher: MDPI AG
Date: 19-10-2022
DOI: 10.3390/SU142013533
Abstract: STEM has emerged as a key area of importance for children, highlighting the value and relevance of integrated understandings of science, technology, engineering and mathematics in both educational contexts and everyday life. The need for innovation and creativity is also recognised, which emphasizes the important role the arts can play as STEM is extended into STEAM. This scoping review investigated what is known about STEM, STEAM and makerspace experiences and opportunities for children aged birth to eight. The review found that early childhood experience with STEM, STEAM and makerspaces is an emerging field of research. Findings suggest that STEAM holds more relevance to learning and experiences in the early childhood years, and perhaps across the lifespan. The review also highlights the need to shift the starting point to the earliest of years and create greater intentionality in STEAM experiences with infants, toddlers and preschool aged children, recognizing the relevance of STEAM and maker mindsets in the lives of young children. Additionally, the scoping review identified the value of informal and community contexts as a means to invite broader participation. Such opportunities provide scope to challenge inequity in opportunity and to overcome intergenerational aversion towards STEM/STEAM-related learning. Further research is needed to understand the professional learning needs of early childhood educators and facilitators of STEAM and makerspace experiences.
Teacher Research in Teacher Education
Publisher: Oxford University Press
Date: 29-07-2019
DOI: 10.1093/ACREFORE/9780190264093.013.791
Abstract: Teacher research is well established internationally. Teacher research serves an important role for teacher education, both as the object of academic study and as a practice within programs and the profession. Teacher research has the potential to build teacher knowledge for practice, in practice, and of practice. An understanding of the role of research in these different types of knowledge, enables a demonstration of both the richness of and potential for the education field. Research has an important role in both preservice and in-service education and the potential to bring about change personally, professionally, and politically.
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